SOCIAL PRACTICE 4
The description of the internal and external context of the school in which I work is as
School name:
Its scope is: Urban(example)
Cultural characteristics:
Support you have:
Its infrastructure is:
Equipment:
Your organization is
this:
Additional info:
THE CHARACTERISTICS OF MY GROUP ARE THE FOLLOWING
It is composed of:
Group Diagnosis
Additional information:
follows:
CCT:
Location: (Adress)
Example: the school is in an area of regular purchasing level; relatively close squares and
shopping centers, generally good public security surveillance, access by avenues and streets
with high traffic of vehicles mainly during peak hours and with a mostly Catholic and usually
traditionalist population in relation to local and national festivities .
Total
groups:
Lounges: Computer room: Multipurpose room: Parking: Civic patio: Other:
(Computers, tablets, etc).
Teachers: Students: Administrative staff : Mayor: Others:
The students come, for the most part, from families of regular purchasing power and
medium to low socioeconomic status; most of them live in the neighborhoods near the
school and in a few cases in more distant areas; They are parents with various academic
backgrounds and with different customs and religious traditions, based on Catholic customs.
In my group, I have ____ students with an acceptable level of understanding and most of
these socialize without any problem with the rest of the group, ____ students with a level of
understanding from elementary to good, of which, ____ have slight adaptation problems
the rest of the group and ____ students who need more emphatic attention in relation to
their ability to understand, because they get easily distracted and have a hard time
following the instructions given to them when doing a job individually. None of the students
have any visual, cognitive, psychological or other disability.
Of my ____ students, ____ of them live in a full-core family and ____ of them live in a
divided family because of their parents' divorce, and their mother has custody in these
cases. The latter, are the students who should be given a little more attention, because their
mother works and the people in charge of their care apparently do not take care to help
them with regard to homework or school work, so they have It took a little more work to be
consistent in that area. The rest of the group has a level of work and learning a little more
fluid and with the aforementioned characteristics.
 SECOND GRADE ENGLISH CLASS PLAN
School: CCT: Group:
Teacher: Shift:
Period: First trimester Cycle:

Period: From to
Social practice Compare the same news in several newspaper publications.

Compare the
same news in
Exchanges associated with media
several
newspaper
publications.
Ambient
family and community

Expected learning Product

• Review news stories.
• Read newspaper news. Exchange information of current interest.
• Contrast a story in several newspapers.

RUBRIC NI N II N III N IV

Identify the words used to link ideas.

Detect the speech log.

They write the expressions to produce opinions.

Answer questions to express opinions or views on the content of oral

texts.

Expand main ideas in an oral exchange.

BEGINNING SESSIONS 1-2

PRODUCT STAGE
• Listen to various radio programs in English.
• Select a radio program.
• Structure sentences to express opinions about the radio program.
DO
• Set a goal, purpose and audience.
• Differentiate voices, ambient sounds and sound effects.
• Discriminate the ads that the programs contain.
• Identify forms of communication.
• Distinguish intonation and tone of the presenter and other participants.
• Identify the rhythm and speed.
• Predict the general meaning.
• Distinguish the parts of the radio program.
• Recognize phrases and expressions used by the presenter and / or other participants.
• Identify the use of words to connect ideas.
• Determine the relationship between sound effects and content.
• Detect speech record.
• Distinguish the behavior adopted by speakers to support the construction of meaning.
KNOWING
• Communication way
• Radio program structure
• Speech log
• Intervention shifts.
• Connectors
• Syntactic differences between British and American varieties
• Syntactic particularities of the English language.
SUGGESTED LANGUAGE-STRUCTURES
• What is the radio program about? Is it a talk show? Is it a music program? Are they giving the news?
• What ads do you hear? How do they advertise? How does the motto motivate buyers?
• How are the sound effects related to the product?
• How does the presenter's mood relate to the overall feeling of the program?
VOCABULARY
Radio, Program, Ads, Products, Motto / Slogan, Presenter, Sound Effects, Humor, Serious, Funny Boring
SPECIFIC ACTIVITIES
• Listen to several radio programs; that determine what gender it is.
• Predict the general sense.
• Analyze the connection between the motto and the product and how this affects a buyer.
• Analyze the proposed videos along with the slides.
BE
• Recognize the influence of the media in everyday life.
 • Foster respect and attention towards the opinions of others.

DEVELOPMENT SESSIONS 3-10

PRODUCT STAGE
• Structure sentences to express opinions about the radio program.
• Check that they understand the phrases when they are spoken and heard.
• Set shifts and duration of each participant.
• Practice the expression of opinions.
DO
• Write sentences used by the presenter and / or participants.
• Define the order of declarations.
• Compose, write and read opinions.
• Answer questions to express opinions.
• Ask questions about the content of the program.
• Include relevant details and interesting information in your opinions.
• Establish rules for participation in shifts for an exchange of opinions.
KNOWING
• List of suitable words
• Verbal modes
• Structure of radio programs
• Speech log
SUGGESTED LANGUAGE-STRUCTURES
• I prefer…
• I like it I do not like it...
• In my opinion...
• The best is ... / The worst is ...
• I prefer…
• I like it I do not like it…
• The rules are...
• Respect.
• Listen while another is talking.
• I would like to explain.
• What is your opinion?
VOCABULARY
Seriously, It should, First / Second, Then / After, Principle, Body, Close, Talking, Respect, Listen carefully, Questions.
SPECIFIC ACTIVITIES
• Express your opinions orally and in writing.
• Listen to several radio programs and learn how to take turns speaking by recording what is said.
• Organize so they can present their work.
BE
• Recognize the influence of the media in everyday life.
 • Foster respect and attention towards the opinions of others.

CLOSING SESSIONS 11-12

PRODUCT STAGE
• Hold the plenary and pay attention to the other participants.
• Form questions to get more information
• Ask for something to be repeated, clearer or slower.
DO
• Make an exchange.
• Use linguistic expressions and resources to ask for details and explanations.
KNOWING
Speaking turns
SUGGESTED LANGUAGE-STRUCTURES
• Can you repeat what you said?
• I really do not understand.
• Can you repeat it slower please.
VOCABULARY
• Understand
• Repeat
• Slow
SPECIFIC ACTIVITIES
Make the presentation of your work
BE
• Recognize the influence of the media in everyday life.
 • Foster respect and attention towards the opinions of others.

ASSESSMENT STRATEGIES
The monitoring of student learning was carried out through performance indicators or rubrics, which allowed obtaining evidence
to identify both the achievements and the factors that influence or hinder the students' learning. In addition, it was carried out
through various complementary activities, which were used for the portfolio of evidence. All of the above with the purpose of
providing cognitive feedback to students and in turn generating additional learning opportunities according to their achieved
levels of performance and achievements.

RUBRIC Excelente Bien Regular Deficiente

Identify the words used to link ideas.

Detect the speech log.
They write the expressions to produce opinions.
Answer questions to express opinions or views on the content of oral
texts.
Expand main ideas in an oral exchange.

PERFORMANCE SCALE:

Answer questions to express opinions or

Expand main ideas in an oral exchange.

They write the expressions to produce
Level IV (N-IV). Indicates outstanding mastery of expected learning.
Identify the words used to link ideas.

views on the content of oral texts.

Level III (N-III). Indicates satisfactory mastery of expected learning.
Level II (N-II). Indicates basic mastery of expected learning.
Level I (N-I). Indicates insufficient mastery of expected learning.
Detect the speech log.

STUDENTS
opinions.